Use this framework to better understand a wide range of students, including those identified as struggling. Many teachers maintain commitments to ideas and practices that they rarely question. Among these assumptions are ideas about children and the variety of reasons as to how they might learn or fail to learn. Teaching as inquiry is the practice of gaining distance from one's assumptions about teaching and learning to better serve all children, including those struggling in school (K–9). Ballenger shares stories from her experiences, demonstrating that children are always thinking and always making sense and, going further, that the ideas of our most puzzling students lead us to new recognition of what thinking looks like. Readers will learn how teaching with documentation and reflection develops and deepens their practice over time. Divided into three sections, chapters address the framework for inquiry, language and reading groups, and the interests of particular children with
